In this paper, we share our experience of using the “First Principles” of instruction  to design a blended learning course: (a) Learning is promoted when learner are engaged in solving real-world problems, (b) Learning is promoted when existing knowledge is activated as a foundation for new knowledge, (c) Learning is promoted when new knowledge is demonstrated to the learner, (d) Learning is ... [Show full abstract] promoted when new knowledge is applied by learner, and (e) Learning is promoted when new knowledge is integrated into the learner’s world. We describe the five “First Principles” of instruction by Merrill and identify the specific instructional activities that support each principle in either the face-to-face mode or e-learning mode. We conducted a survey study to gather students’ perspectives of the organization of the blended course as well as the ability of the blended learning course to engage student learning. Eighteen students were involved in the study. The results showed that the blended learning course was well organized to provide meaningful activities, and that the blended course provided a positive engaging learning environment for the students.